Academic literature on the topic 'Children with disabilities – education – cross-cultural studies'
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Journal articles on the topic "Children with disabilities – education – cross-cultural studies"
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Medvedeva, Elena, Oksana Prikhodko, Zhanna Zhuravleva, and Anna Pavlova. "On the issue of additional education for children with special healthcare needs and disabilities in the system of lifelong inclusive education." SHS Web of Conferences 70 (2019): 10009. http://dx.doi.org/10.1051/shsconf/20197010009.
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This article is devoted to one of the most important tasks in the education of children with special healthcare needs (CSHCN) and disabilities to ensure the access to additional learning in various fields: artistic education, natural science, social and pedagogical training, sports and cultural branch, tourist and regional studies, technical studies. The issues of creating special conditions (material, technical, organizational, personnel, curriculum and methodological ones) in institutions of additional education are considered. Two options for organizing additional education for children with special needs and disabilities are presented (in accordance with the criterion for the presence or absence of a conclusion of the Psychological, Medical and Pedagogical Commission − PMPC). Unresolved issues in the field of additional education of children with developmental disorders are described.
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Kim, Jieun, and Sunyoung Kim. "Positioning of Korean Immigrant Mothers of Children with Disabilities." International Journal of Multicultural Education 19, no. 3 (October 31, 2017): 41. http://dx.doi.org/10.18251/ijme.v19i3.1362.
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This study examines the ways in which Korean immigrant mothers take up roles to position themselves while they engage in their children’s education across a wide range of settings—academic, social, and linguistic. Data sources included interviews with four Korean mothers, home and community observations, and field notes. Positioning theory is a research approach that provides a useful analytic means for understanding positioning of Korean immigrant mothers as being parents of children with disabilities attending American schools. The results demonstrate that Korean immigrant mothers seek to learn how to be supportive mothers of children with disabilities by negotiating and facilitating contextual affordances and limitations between home, school, and community in order to obtain valuable potential resources for their children’s linguistic repertories and social skill development and their future success.
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BONDAR, Tamara. "Tier support model for children with disabilities: U.S. experience." Humanities science current issues 1, no. 47 (2022): 283–90. http://dx.doi.org/10.24919/2308-4863/47-1-43.
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Karabanova, O. A., and N. N. Malofeev. "Education Development Strategy for Children with Disabilities: On the Way to Implementing a Cultural-Historical Approach." Cultural-Historical Psychology 15, no. 4 (2019): 89–99. http://dx.doi.org/10.17759/chp.2019150409.
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The relevance of developing a strategy for the development of education for children with disabilities and limited health is due to the need to create a developmental educational environment that meets the educational needs of this category of children in the context of modernization of general education and the implementation of inclusive/integrated education. The purpose of the article is to analyze the key provisions of the strategy, its scientific novelty and practical significance for the modernization of the education of children with disabilities. From the point of view of the cultural-historical approach (L.S. Vygotsky, A.R. Luria, D.B. Elkonin), the priority of early assistance to children at risk is substantiated in order to create conditions for ensuring the normative age development of children with developmental risk factors. The desired educational outcomes are presented as specific age-related psychological neoformations/higher mental functions for early, preschool, primary, secondary and high school age. The paper highlights the necessity of creating a new psychological and pedagogical typology that implements the principle of variety of developmental options for the same impairment while maintaining the nosological criterion. For early, preschool and primary school age, a psychological and pedagogical typology is proposed based on the characteristics of child development, risk factors, developmental disabilities and their genesis. Based on theoretical and empirical studies and psychological practices, it is proved that the target group of early assistance in education is a family raising a child with disabilities, with special educational needs. Monitoring the developmental interaction between the family and the child with disability is an important component of the psychological support as this interaction is essential to the correction and prevention of developmental disorders. Differentiating between the academic achievements and life competencies as the planned educational outcomes of programmes for children with disabilities would create the foundation for positive socialisation and social integration of the disabled children.
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Pang, Yanhui. "Services for young children with disabilities in China’s rural area: a case study." Journal for Multicultural Education 35, no. 2 (December 11, 2019): 33–44. http://dx.doi.org/10.1108/jme-05-2019-0042.
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Purpose Recently with increased legislative support and evidence-based studies on the importance of education for children with disabilities in China, special education programs and intervention and rehabilitation services have received more and more attention. There are limited studies on special education programs for children with disabilities located in China’s rural areas. This paper aims to select one special education program in China’s northeast rural area with a special focus on its curriculum design, accommodative services and teacher qualifications. Recommendations were provided on how to modify the curriculum to meet each child’s special needs, increase social interaction among children, increase teacher qualifications and improve teacher family collaboration. Design/methodology/approach The participating program serves orphans and children with disabilities between 6 and 18 years old and provides them 9-year free education, along with free textbooks, uniforms, food and boarding. Currently, there are approximately 100 students and 40 teachers, one director and one nurse. The teacher/staff and student ratio is 1:3. Data were collected through classroom observation and interviews. Afterward, the interview data were transcribed. Data were analyzed following Braun and Clarke’s (2006) six-step approach. The researcher reviewed the collected data, then coded the data and reviewed, refined and revised the codes, and finally themes and sub-themes were identified with quotations that support each theme/sub-theme. Findings The identified themes are accommodations, education plan and curriculum and teacher qualifications. Accommodations include, but are not limited to, visual and hearing aids. National unity textbooks were adopted, along with national syllabus objectives, as a guideline for instruction and evaluation of child progress. Teachers also adjust curriculum-based students’ individual needs. All teachers hold an associate degree in special education, and those who teach specials hold a higher degree in the specialty area. Given that there is no speech language pathologist, physical therapist, or occupational therapist, teachers with rich working experiences in the related field serve as special professionals. Research limitations/implications The current research reports the program design, accommodations for children with disabilities, curriculum and syllabus, parent/guardian role and teacher qualifications in the selected school. Given that the current study focuses on only one school located in the rural area of China’s northeast, it may represent special education programs in rural China, but it is hard to be generalized to provide a big picture of China’s special education programs in more developed, metropolitan areas. Practical implications The selected school offers accommodative services to students with disabilities; adjusts its curriculum to make it developmentally appropriate; and offers educational, medical and rehabilitation services to promote student development to the maximum. The selected school should improve teacher quality, increase social interaction between children with and without disabilities, modify the curriculum to cater to individuals with different severities of disabilities and increase family professional collaboration. Originality/value There is limited study on special education programs for young children with disabilities in China’s rural area. The current study fills this gap and studies a special education school that offers services to children as young as six years old located in a small town in the northeast of China. The special focus of the study includes program curriculum, accommodations, rehabilitation and intervention services and teacher qualifications in this program.
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Kim, Young, Sunjoo Lee, Ji Yoon Jeong, and Jiyeon Park. "Research Trends on Self-Help Groups for Parents of Children with Disabilities." Korean Journal of Special Education 58, no. 2 (September 30, 2023): 177–97. http://dx.doi.org/10.15861/kjse.2023.58.2.177.
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Cooc, North, and Elisheba W. Kiru. "Disproportionality in Special Education: A Synthesis of International Research and Trends." Journal of Special Education 52, no. 3 (April 27, 2018): 163–73. http://dx.doi.org/10.1177/0022466918772300.
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Access to schooling and special education services remains a challenge for many children with disabilities around the world. In the United States, much attention has focused on disproportionality—the over- and underrepresentation of student groups within special education. In this study, to contextualize and better understand the scope and factors associated with disproportionality in the United States and abroad, we synthesized literature on special education disproportionality in international contexts and identified trends across student groups and countries, including the ways in which scholars have examined this topic. Results show that studies focused mainly on the overrepresentation of ethnic minority, immigrant, and Indigenous populations in European or English-speaking nations. Nearly all studies emphasized structural inequalities in society over cultural barriers as mechanisms contributing to disproportionality. Policy recommendations, however, were more likely to focus on improving the special education identification process. The review has implications for research, practice, and policy to improve education for children with disabilities in the United States and abroad.
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Mandala, Ican. "Human Rights and Persons with Disabilities: Design of Buk-Smart-Logi Learning Media (Technology Smart Books) as an Islamic Education Learning Media Innovation." Jurnal HAM 13, no. 3 (December 22, 2022): 509. http://dx.doi.org/10.30641/ham.2022.13.509-518.
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The success of a teaching and learning process, especially in religious learning is largely determined by the learning media used. However, a problem arises, which is namely the lack of inclusive system learning media in learning. Therefore, the equality of human rights to education has not been implemented. This is based on the author's observations regarding the analysis of inclusive learning media in schools in Indonesia. Thus, educational institutions need to have learning media that can be used for people with disabilities. Hence, children without disabilities can study together with those with disabilities in one educational institution. Therefore, it is necessary to innovate a new learning media Buk-Smart-Logi (Book Smart Technology) to improve student learning outcomes and to be utilized by all children in Indonesia. Considering that education is the right of every citizen, including people with disabilities. This research is research and development using the simplified Borg and Gall model. The purpose of this study was to determine the level of validity of the Buk-Smart-Logi media and to find out how what the role of the media is in supporting inclusive learning in Islamic Religious Education subjects, as well as being a human-friendly media.
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Denisova, Olga A., Olga L. Lehanova, and Ekaterina A. Kronshtatova. "Development of perception and understanding of literary texts by primary school children with disabilities in inclusive education." Pushkin Leningrad State University Journal, no. 4 (2022): 118–34. http://dx.doi.org/10.35231/18186653_2022_4_118.
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Jiménez, Juan E. "Writing Disabilities in Spanish-Speaking Children: Introduction to the Special Series." Journal of Learning Disabilities 50, no. 5 (May 10, 2016): 483–90. http://dx.doi.org/10.1177/0022219416633126.
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This special issue of the Journal of Learning Disabilities focuses on studies of writing disabilities in Spanish-speaking children. The World Health Organization (2001) included writing difficulties as one of the problems considered to constitute an impediment to school participation, a significant element in the normal developmental process of the child. In this introduction, I describe the background of a larger project promoted by the United Nations Educational, Scientific and Cultural Organization (UNESCO). This special series offers recent findings on writing disabilities in Spanish-Speaking children within the UNESCO project. The pilot study was carried out in the Canary Islands, an autonomous Spanish region located between three continents and composed of seven islands in the Atlantic Ocean. Most of the current empirical evidence on writing disabilities comes from English, a language with deep orthography; therefore, it is very relevant to investigate the writing process in Spanish, a language with shallow, fine-grained orthography. Included are a number of articles that form a conspectus on writing disabilities in the Spanish language. Topics center on early grade writing assessment, prevalence of writing disabilities, handwriting and keyboarding, transcription and text generation, graphonomic and handwriting analysis, and instructional practices with an learning disabled population.
Dissertations / Theses on the topic "Children with disabilities – education – cross-cultural studies"
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Randhawa, Amrita. "Preschoolers' acceptance of peers with disabilities : a cross cultural analysis /." South Hadley, Mass. : [s.n.], 2008. http://ada.mtholyoke.edu/setr/websrc/pdfs/www/2008/281.pdf.
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Watson, Ruby. "Wat is die invloed van skoolkultuur op die rol-identifisering van onderwysers by 'n primere skool in die Wes-Kaap?" Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/17965.
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Thesis (MEd)--University of Stellenbosch, 2011.ENGLISH ABSTRACT: The reseach in this study focusses on how teachers express the forming of a role-identity amid historically disadvantage circumstances. The lense used to highlight and understand the underlying relationship between role-identity and school culture, is school context. The focus is on the biography and professional training of respondents in order to determine how teachers mediate their professional roles. We must understand teachers within the boundaries of a socio-cultural context, their biography and professional training. These factors, which contribute to the forming of role-identity, can negatively affect the receiving and implementation of policy. The assumption made by this study, is that there is a gap between transformation policies and school culture, which has an influence on the role of the teacher. A better understanding of teacher circumstances can inspire a multi-dimensional approach to teaching. The result was that my thesis tried to generate empirical evidence to understand teachers in under-privilege schools more fully. Teachers develop their self-identity within the framework of experience and expectations about themselves and their teaching. The professional identity of teachers consists of being skilled in subject area, level of training, preparedness and formal qualifications. Respondents construct their one-dimensional professional identity within an under-privilege context. The school climate hinders the simultaneous execution of the three roles that I refer to in this study. Some of the hindrance factors are the manner in which the school accepts the lack of learning area knowledge, racism and the abuse of contact time. Poor management and lack of community control, tolerates the shortcomings and one-dimensional approach of teachers. The study makes use of a theoretical framework, supported by literature. I used qualitative indepth-investigation for the collection of data. I used semi-structured interviews as an instrument to answer the research question and to achieve the proposed outcomes. I achieved my main finding by using empirical-interpretive techniques. The finding was that personal socialisation and professional training, together with contextual factors influence the foundation of teacher identity. The base identity is the foundation upon which teachers formulate their role-identity. My research shows how the respondents position themselves in relation to the prescribed teacher roles. Their identity forming takes places within the context of under-privilege circumstances, moral diffusion and transformation in education. I describe the construction of their conceptual space of role-identity. I furthermore present analyses of how the respondents form their role-identity. I base the most important finding of this study on one-dimensionality. Each of the selected teachers expresses their professional mediation of their roles within the context of a specific exposed school culture. The study shows the complex variations of this one-dimensionality amongst the four teachers.
AFRIKAANSE OPSOMMING: Die navorsing in hierdie studie konsentreer op hoe onderwysers gestalte gee aan hulle identiteitsvorming te midde van histories benadeelde omstandighede. Skoolkonteks is die lens wat gebruik word om die onderliggende verwantskap tussen rol-identiteit en skoolkultuur te verstaan. Die fokus is op respondente se biografië en professionele opleiding ten einde vas te stel hoe hulle die voorgeskrewe onderwyserrolle medieër. Onderwysers moet verstaan word binne die grense van 'n sosio-kulturele konteks, hulle biografiese verhale en professionele opleiding. Hierdie faktore is bydraende aspekte wat 'n invloed het tydens die vorming van rol-identiteit, sowel as tydens die ontvang en implementering van beleide. Die aanname wat deur hierdie studie gemaak word, is dat daar 'n gaping tussen hervormingsbeleide en skoolkultuur bestaan wat die rol-identiteit van die onderwyser beїnvloed. 'n Beter begrip van onderwyser-omstandighede, kan 'n multi-dimensionele benadering tot onderwys inspireer. Gevolglik het my tesis gepoog om empiriese bewyse te genereer wat kan bydrae tot 'n vollediger begrip van onderwysers in minder-bevoorregte skole. Onderwysers ontwikkel 'n self-identiteit binne die raamwerk van ervarings en verwagtinge oor hulleself en hulle onderrig. Die professionele identiteit van die onderwyser bestaan uit vaardigheid op vakgebied, vlak van opleiding, voorbereiding en formele kwalifikasie. Binne die minder-bevoorregte konteks waarin hierdie respondente onderrig, konstrueer hulle 'n een-dimensionele professionele identiteit. Die skoolklimaat belemmer die gelyktydige uitvoering van veral die drie rolle waarna ek in hierdie studie verwys. Sommige van die belemmerende faktore waarna verwys word, is die skool se gelate aanvaarding van gebrek aan leerarea kennis, rasisme en die misbruik van onderrigtyd. Gebrekkige bestuur en gemeenskapsbeheer vergemaklik verder die onderwyser se tekortkominge en een-dimensionele benadering. My studie word onderskraag deur 'n teoretiese raamwerk wat met behulp van literatuurwerke saamgestel is. Die proses van data-insameling is met die hulp van 'n kwalitatiewe indiepte-ondersoek gedoen. Die semi-gestruktureerde onderhoude wat gevoer was, het gedien as instrument ter beantwoording van die navorsingsvraag ten einde die beoogde doelstellings te bereik. My kern bevindinge het ek verkry vanuit empiriese-interpretatiewe tegnieke. Hiervolgens is bevind dat persoonlike sosialisering en professionele opleiding tesame met kontekstuele faktore, 'n invloed het op die samestelling van die identiteitsbasis van die onderwyser. Hierdie identiteitsbasis vorm die grondslag waarop onderwysers hulle rol-identiteit formuleer. My navorsing wys hoe die onderwysers in my studie hulleself posisioneer in verhouding tot hulle voorgeskrewe onderwyserrolle. Hulle identiteitsvorming geskied binne die konteks van minder-bevoorregte omstandighede, morele diffusie en onderwys transformasie. Ek beskryf hierdie konstruksie as hulle konseptuele ruimte van rol-identiteitsvorming. Verder bied hierdie studie 'n analise van hoe respondente hulle rol-identiteit vorm. Die vernaamste bevinding van hierdie studie is dat die geselekteerde onderwysers elk op 'n een-dimensionele basis uiting gee aan 'n professionele medieëring van hulle rolle binne hierdie skool se kultuur. Die studie wys die komplekse variasies van een-dimensionaliteit onder die vier onderwysers.
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Terrell, Brian Selway 1948. "A cross-cultural study of the school performance of children being raised by their grandparents." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/289127.
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As of 1998 an estimated 4.0 million children under the age of 18 years old are being raised in their grandparents' homes because of various conditions and circumstances in the children's families. The findings of previous research have been mixed as to the academic achievement and school behavior of students being raised by grandparents. Fifty-seven volunteer caregiver-child pairings participated in this study, including 31 grandparent families, 14 single-parent and 12 two-parent families. Using a self-report questionnaire, the caregivers provided information on family structure, grandparent ethnicity, the conditions and circumstances surrounding grandparent involvement, and family relationship. The children were tested individually using standardized measures both for academic achievement (Wide Range Achievement Test 3), and for school behavior (Devereux Behavior Rating Scale--School Form). The Kaufman Brief Intelligence Test was used to control for the intellectual level of the children. The children's teachers rated their classroom behavior. The findings were compared across three family structures: children raised by grandparents, by single parents, and by two parents; and also across three ethnic groups: Black, Hispanic, and White. No significant differences in school performance were observed related to either family structure or to grandparent ethnicity. Several significant differences were found in family relationship across the three family structure groups. Only a few significant correlations were observed between school performance and the conditions and circumstances surrounding grandparent involvement. A number of significant correlations were found between school performance and family relationship. Present findings suggest that the family relationship between the caregiver and the child (more than family structure, ethnicity, conditions and circumstances, or household income) may be related to children's school performance.
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Cheung, Ngar-wing Anita, and 張雅穎. "Children culture of the visual: to what extent can the HK art curriculum address the intercultural diversityin art acquisition?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35329634.
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Huh, Cheong Rhie. "Sociocultural factors in the loss of one's mother tongue: The case of Korean immigrant children." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1187.
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Kaminaka, Kunie. "Multiple strategies for vocabulary development in English as a foreign language in Japan." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1488.
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Van, Tonder Phia. "WISC-IV performance of South African grade 7 English and Xhosa speaking children with advantaged versus disadvantaged education." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1003920.
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Research reveals that the level as well as the quality of education plays a role in the determination of an individual's intellectual capacity. Substantial differences in quality of education for black and white individuals were experienced in South Africa due to Apartheid. Compared to the traditionally white Private and Model C schools, Township/ DET schools had limited resources, as well as a separate syllabus and examination system, a situation that has not improved substantially since democratisation in 1994. Research on black South African adults with the WAIS-III has confirmed significant influences on IQ in association with exposure to either such advantaged (Private/Model C) schooling, or disadvantaged (Township/DET) schooling. However to date there has been no published research on the use of the Wechsler intelligence tests on a black South African child population similarly stratified for quality of education. Therefore, for the purposes of this study, the latest Wechsler Intelligence Scale for Children (WISC-IV) was administered to a sample of 36 Grade 7 learners between the ages of 12-13 (mean 13.01 years), stratified for quality of education to form three comparative groups. Data analyses revealed significant differences on the WISC-IV Factor Indices and Full Scale IQ with the English speaking Private/Model C school group performing the best, followed by the Xhosa speaking Private/ Model C school group, and the Xhosa speaking Township/ DET school group performing the worst. This continuum of lowering is understood to occur abreast of a continuum of decreased exposure to relatively advantaged education. These normative indications are considered to have vital implications for the use of the WISC-IV in the South African cross-cultural situation where vastly differential educational opportunities continue to exist.
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Van, der Merwe Adele. "A comparison of WISC-IV test performance for Afrikaans, English and Xhosa speaking South African grade 7 learners." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1002585.
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his study builds on South African cross-cultural research which demonstrated the importance of careful stratification of multicultural/multilingual normative samples for quality of education in respect of English and African language (predominantly Xhosa) speaking adults and children tested with the WAIS-III and WISC-IV, respectively. The aim of the present study was to produce an expanded set of preliminary comparative norms on the WISC-IV for white and coloured Afrikaans, white English and black Xhosa speaking Grade 7 children, aged 12 to 13 years, stratified for advantaged versus disadvantaged education. The results of this study replicate the findings of the prior South African cross-cultural studies in respect of quality of education, as groups with advantaged private/former Model C schooling outperformed those with disadvantaged former DET or HOR township schooling. Furthermore, a downward continuum of WISC-IV IQ test performance emerged as follows: 1) white English advantaged (high average), 2) white Afrikaans advantaged and black Xhosa advantaged (average), 3) coloured Afrikaans advantaged (below average), 4) black Xhosa disadvantaged (borderline), and 5) coloured Afrikaans disadvantaged (extremely low). The present study has demonstrated that while language and ethnic variables reveal subtle effects on IQ test performance, quality of education has the most significant effect – impacting significantly on verbal performance with this effect replicated in respect of the FSIQ. Therefore caution should be exercised in interpreting test results of individuals from different language/ethnic groups, and in particular those with disadvantaged schooling, as preliminary data suggest that these individuals achieve scores which are 20 – 35 points lower than the UK standardisation.
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Rowlands, Trudi. "The utilization of assistive technology to enhance educational support for all learners in a mainstream school." Thesis, 2015. http://hdl.handle.net/10500/20316.
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This study focused on the use of Assistive Technology (AT) in enhancing the educational support of all learners in a mainstream school. The theoretical frameworks used in this study were Wellness Theory and Cultural Historical Activity Theory (CHAT).
The main aim of this study was to determine the efficacy of Assistive Technology in promoting the educational support of all learners in a mainstream school. This use of AT thus benefiting inclusion and inclusive practices and enhancing learning and support for all students in a mainstream school.
The study was embedded in an interpretivist paradigm and used a qualitative research approach. Sampling was purposive and participants were selected based on the researcher’s pre-defined purpose for the study.
Ethical approval was sought from the University of South Africa and prior to conducting research consent forms were signed by all participants. Data were collected using questionnaires with open-ended questions, face to face interviews and document analysis. Data analysis was done through thematic coding (noting recurring patterns of information) and the development of major themes based on qualitative data collected.
Findings revealed the need for more technology in the research site (such as iPads and laptops), as well as the need for staff training in order to effectively use the technology. Furthermore, having more educational assistants to support students with more complex needs was also highlighted. Findings from face-to-face interviews indicated themes articulating with the above mentioned. This included the need for time to plan for the use of Assistive Technology in the classroom, along with time to familiarize oneself with the various forms of technology available. Training to effectively implement and support the technology was highlighted, as was time to engage with other colleagues and develop a collegial enquiry for the effective use of Assistive Technology to support all learners in the mainstream class.
Findings from documents reviewed showed significant focus on the need for diagnosis to be able to select intervention strategies for the classroom and instruction. When staff were aware of a child’s medical, cognitive or mental health diagnosis, appropriate supports could be explored. The school support documents reviewed indicated a clear requirement for updated testing and setting of goals for students, to be supported by the strategies.
Recommendations made for the effective use of AT included the promotion of professional development in staff and the establishment of professional learning communities which value the sharing and exchange of information regarding knowledge and skills. Furthermore, a framework is proposed which may be used by schools using assistive technology in supporting learners in mainstream schools so that learning may be enhanced. A further longitudinal study was recommended for the future to determine the impact of the use of AT to support inclusion when relevant staff training is available, applicable and ongoing.Inclusive Education
D. Ed. (Inclusive Education)
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You, Hyun-Kyung. "Korean American mothers of children with disabilities : adaptation process and positive transformation." Thesis, 2003. http://hdl.handle.net/1957/32489.
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This study examined the experiences of five Korean American mothers in
Oregon and California who have children with disabilities using qualitative research
analysis. The mothers' adaptation processes were individually analyzed, and these
mothers' overarching experiences were discussed with three major themes: (a) caring
for family cohesiveness, (b) needs for social and professional support, and (c) positive
transformation of life through religion
Adaptation to the children's disabilities was a process for these participants.
All mothers had their own demands, resources, and subjective interpretations of their
situations. Analysis of the qualitative data disclosed that these five Korean American
mothers transformed the negative life events of having children with disabilities into
meaningful opportunities to grow personally and spiritually. These immigrant mothers'
care-commitment for their families' cohesiveness strengthened their life long coping
process. Several married mothers perceived emotional support from their husbands.
Most of the mothers expressed the need for social support due to their immigrant status.
These five Korean American mothers tried to adapt to their situation of raising a child
with a disability within their intact family members. Two mothers from California
utilized emotional and informational support from Korean parent support groups,
which are more readily available in that state due to the large number of Korean
American families with children with disabilities. Despite the lack of social and
professional support, many of the mothers perceived their experiences of having
children with disabilities positively through their religious beliefs. Raising a child with
a disability reportedly strengthened the mothers' religious faith, and their strong
religious beliefs gave them courage to successfully adapt to their situations. Several of
the mothers stated that their worldviews were also changed.
Although this study was limited to five participants, it yielded an enhanced
understanding of Korean American mothers who have children with disabilities and
provided direction for future research and practice. The findings suggest that special
education providers should emphasize and support the strengths of a child's major
caregiver.Graduation date: 2004
Books on the topic "Children with disabilities – education – cross-cultural studies"
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1939-, Eldering Lotty, and Leseman Paul, eds. Effective early education: Cross-cultural perspectives. New York: Falmer Press, 1999.
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Craven, Rhonda G. Inclusive education for students with intellectual disabilities. Charlotte, North Carolina: Information Age Publishing, Inc., 2015.
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Serpell, Robert. Intellectual handicap in a cross-cultural perspective. Lusaka, Zambia: University of Zambia Press, 1997.
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J, Artiles Alfredo, and Hallahan Daniel P. 1944-, eds. Special education in Latin America: Experiences and issues. Westport, Conn: Praeger, 1995.
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Sasamoto, Ken. Shōgai no aru kodomo no kyōiku seido no kokusai hikaku ni kansuru kisoteki kenkyū: Waga kuni no genjō to kongo no hōkōsei o fumaete : (Heisei 20-nendo) kenkyū seika hōkokusho. Yokosuka-shi: Kokuritsu Tokubetsu Shien Kyōiku Sōgō Kenkyūjo, 2009.
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Raffo, Carlo. Education and poverty in affluent countries. New York: Routledge, 2010.
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Gagne, Tammy. Support for education. Hockessin, Delaware: Mitchell Lane Publishers, 2015.
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R, Mitchell David, ed. Contextualizing inclusive education: Evaluating old and new international paradigms. New York: RoutledgeFalmer, 2004.
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Strasser, Urs, Anne-Dore Stein, and Alois Bürli. Integration und Inklusion aus internationaler Sicht. Bad Heilbrunn: Verlag Julius Klinkhardt, 2009.
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Weis, Lois. Social class and education: Global perspectives. New York: Routledge, 2012.
Find full textBook chapters on the topic "Children with disabilities – education – cross-cultural studies"
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Tidwell, Nancy R. "National Association for the Education of African American Children with Learning Disabilities (NAEAACLD)." In Encyclopedia of Cross-Cultural School Psychology, 655–56. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_276.
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Biesheuvel, Simon. "A Model for Preschool Education of Environmentally Disadvantaged Children in a Divided Society." In Cross-Cultural Studies of Personality, Attitudes and Cognition, 185–205. London: Palgrave Macmillan UK, 1988. http://dx.doi.org/10.1007/978-1-349-08120-2_8.
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Bautista, Alfredo, Jimmy Yu, Kerry Lee, and Jin Sun. "Impact of Play-Based Pedagogies in Selected Asian Contexts: What Do We Know and How to Move Forward?" In Effective Teaching Around the World, 473–88. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31678-4_21.
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AbstractIn the Asian continent, many Early Childhood Education (ECE) policies have been influenced by Western theories and pedagogies. An example is the widespread presence of the notion of play in curriculum policy frameworks, which in part responds to research findings originated in the West. However, given what we know about cross-cultural differences in child development and learning, it is imperative to examine the state of the art on play research conducted with Asian children. This chapter reviews the literature on the impact of play-based pedagogies in Mainland China, Hong Kong, Singapore, and Japan. We describe the types of studies conducted in these jurisdictions and their overall findings, with the aim of outlining future research agendas. We describe the socio-cultural beliefs about ECE in the selected contexts and the visions of play articulated in their official policies. Then, we provide an overview of the empirical studies available, distinguishing between naturalistic and intervention studies. Studies published in English academic journals have mainly analyzed the impact of structured and guided forms of play, focusing primarily on socio-emotional outcomes, with minimal research on domains such as scientific thinking, number sense, or creativity, and no research on other areas. We argue that the existing work reflects traditional Asian values and deep-rooted beliefs about ECE, where play is seen as a rather unimportant activity. We conclude that to better justify the inclusion of play in ECE policies across Asia, it would be vital to produce an extensive, rigorous, and locally situated corpus of play impact studies.
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Friedman, Morgan. "Inclusion." In Advances in Religious and Cultural Studies, 149–64. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4093-0.ch010.
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This chapter discusses the origin of inclusion, which is based in schooling children with special needs. It reviews the history, research, frameworks, and models, and what is needed to for inclusion to work. The chapter then reviews what is necessary to move inclusion beyond the classroom and into the workforce. Finally, the chapter looks at inclusion with the lens of diversity and equity, and not just for people with disabilities. One cannot discuss inclusion for all individuals without first considering how inclusion got started for people with disabilities and what makes it successful. This chapter provides an overview on inclusion of people with special needs in education in order to understand how to best include all individuals throughout their lives.
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Mosia, Paseka Andrew. "Understanding Emotional Disorders." In Handbook of Research on Shifting Paradigms of Disabilities in the Schooling System, 284–97. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-5800-6.ch020.
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This chapter describes how inclusive education (IE), as an ideal educational provision cherished globally, has failed to address the needs of learners with emotional and behaviour disorders (EBD). Although IE has given a glimmer of hope to scores of previously excluded learners, children with EBD are among the most underserved groups of learners. They are physically included but their participation, acceptance, and thus the achievement of their full potential as envisioned by the sustainable development agenda remains just an imagination unless urgent interventions are found. An African perspective on the challenges of learners with EBD reveals that the impairment has received limited research attention both in education and mental health compared to studies from developed countries. Africa has a rich cultural diversity and heritage most likely to influence and inform how EBD must be perceived globally. However, limited research leaves a few recorded practices of identification and support for EBD in African school contexts.
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Гладун, Татьяна. "ТЕОРЕТИЧНЕ ОБҐРУНТУВАННЯ СОЦІАЛЬНО-ПЕДАГОГІЧНИХ УМОВ РОЗВИТКУ СОЦІАЛЬНОЇ КОМПЕТЕНТНОСТІ ДІТЕЙ МОЛОДШОГО ШКІЛЬНОГО ВІКУ З АУТИЗМОМ В ІНКЛЮЗИВНОМУ ОСВІТНЬОМУ СЕРЕДОВИЩІ ЗЗСО." In CROSS-CULTURAL STUDIES IN HIGHER SCHOOL PEDAGOGY, 458–77. OKTAN PRINT, 2024. http://dx.doi.org/10.46489/ccsihsp-23-16.
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The article theoretically substantiates the socio-pedagogical conditions for the development of social competence of children of primary school age with autism in an inclusive educational environment. The need to develop the social competence of children of primary school age with autism in the conditions of inclusive education as a segment of the social orientation of the modernization of the Ukrainian education system is argued. The main studies and publications of domestic and foreign scientists devoted to the problem of the development of social 459 competence of children with autism are analyzed. The presentation of the main material was carried out through a conceptual analysis of the category «conditions» and its socio-pedagogical meaning and essence in the context of an inclusive educational environment. Three main socio-pedagogical conditions for the development of social competence of children with autism have been defined and characterized: involvement of the child in the inclusive environment of special educational institutions (in personally meaningful interaction with the microsociety); organization of individual socio-pedagogical support for younger schoolchildren with autism and their families during the work of the psychological service of SGSE; ensuring the process of education and upbringing of a child with autism in SGSE by means of modern innovative communication technologies.
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Yaroslavtseva, Milena. "ФОРМИ І МЕТОДИ ПІДГОТОВКИ МАЙБУТНІХ ВИХОВАТЕЛІВ ДО ПРОФЕСІЙНОЇ САМОРЕАЛІЗАЦІЇ В КОНТЕКСТІ ЄВРОПЕЙСЬКОГО ВИМІРУ УКРАЇНИ." In CROSS-CULTURAL STUDIES IN HIGHER SCHOOL PEDAGOGY, 964–1001. OKTAN PRINT, 2024. http://dx.doi.org/10.46489/ccsihsp-23-33.
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The article outlines the realities that actualize the need to bring Ukraine’ s institutions closer to the standards of EU countries and, in the coming years, to make them conform to European requirements. An analysis of the researches on the phenomenon of self-realization of the individual in the world of American, European and domestic scientific studies is briefly provided, based on them, the author’ s interpretation of the concepts: self-realization, professional self-realization, professional self-realization of future educators of early and preschool children is presented. It has been proven that along with the introduction of industry standards, educational and professional programs, there is a search for new approaches to the training of specialists, which are aimed at improving qualifications and competitiveness in accordance with European integration trends in the labor market. In the process of the expert survey, pedagogical strategies aimed at achieving successful professional self-realization of education seekers were revealed; the forms and methods that, according to the students of education, most contribute to the formation of their professional self-realization are revealed. The most effective forms of work in the context of the European dimension of Ukraine are defined as: problematic lectures and seminars within the framework of studying the educational component «Introduction to the specialty», master classes of professional direction on the topics «I am a future teacher», «European geocaching and quest-geocaching technologies at work with children of preschool age», «Integration of quest-games and games-classes with elements of geocaching into the educational process of a preschool education institution», «Famous European educators», «European practices of working with children with special educational needs»; essay contest on the topics: «My professional credo», «Stress resistance is the first thing that employers in Ukraine pay attention to», etc.; study of the special course; work in a creative group; pedagogical exhibitions; reflective trainings. Working methods include an electronic portfolio, a reflexive council, a reflexive debate and a reflexive interview.
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Vasylenko, Olena, and Alina Tupytsia. "PRACTICAL IMPLEMENTATION OF THE PEDAGOGICAL CONDITIONS OF THE PROFESSIONAL TRAINING OF FUTURE SOCIAL EDUCATORS FOR THE USE OF HEALTH CARE TECHNOLOGIES IN WORKING WITH PRESCHOOL CHILDREN." In CROSS-CULTURAL STUDIES IN HIGHER SCHOOL PEDAGOGY, 388–425. OKTAN PRINT, 2024. http://dx.doi.org/10.46489/ccsihsp-23-14.
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The article presents the results of the implementation of pedagogical conditions in the process of training future social pedagogues for the use of health-saving technologies in working with preschoolers during a formative experiment in an experimental group. The following pedagogical conditions are substantiated: the first is the application of a reflexive-environmental approach to the selection of the content of such training for the formation of students of higher education holistic ideas about the essence, structure and social significance of the specialist's health-preserving activity and the basic principles of the technology of the corresponding activity in the health-preserving environment; the second is to ensure the subject position of future specialists in the use of health-preserving technologies in work with preschoolers through the use of situational pedagogy tools in the process of professional training, the introduction of interactive educational forms and methods; the third is to direct the educational potential of extracurricular activities to meet the individual needs of future specialists in aspects of health care, enriching their personal health care experience. It is noted that the organization of active and diverse extracurricular work with future social pedagogues has become a leading direction and a necessary condition for their assimilation of relevant knowledge, values, and development of qualities that ensure health-preserving behavior of a young person. Based on the analysis of the practical experience of training future social pedagogues for health-preserving activities in extracurricular forms of organizing student activity in the Municipal Establishment «Kharkiv Humanitarian-Pedagogical Academy» of Kharkiv Regional Council, the author of the article convinces of the need for further research into the extracurricular activities of students of higher education, as well as the direction of their potential on solving the health care problems of the young generation.
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Bakumenko, Tetiana. "РЕАЛІЗАЦІЯ ТЕХНОЛОГІЇ ТВОРЧОГО САМОРОЗВИТКУ МАЙБУТНІХ ФАХІВЦІВ ДОШКІЛЬНОЇ ОСВІТИ В КУЛЬТУРНО-ОСВІТНЬОМУ ПРОСТОРІ ПЕДАГОГІЧНОГО КОЛЕДЖУ." In CROSS-CULTURAL STUDIES IN HIGHER SCHOOL PEDAGOGY, 219–51. OKTAN PRINT, 2024. http://dx.doi.org/10.46489/ccsihsp-23-08.
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The article highlights the peculiarities of the process of creative self-development of future preschool education specialists in the cultural and educational space of the pedagogical college. It is noted that the creative self-development strategy of the future preschool teacher should be determined not only by the need for professional self-improvement, but also by awareness of one's strong and weak professional and personal qualities, the comparative and adequate analysis of which, correlated with the objective assessment of colleagues and children, will allow identifying priority directions of creative self-development strategy. The problem of creative self-development of future specialists in preschool education is relevant and in demand in the aspect of modern educational trends and meets the requirements for raising a competitive specialist. It has been proven that the process of creative self-development of a student of higher education takes place effectively in the cultural and educational space of a pedagogical college in the process of internalizing environmental characteristics, a kind of "objectification" of environmental elements that are components of the subject's individual cultural and educational space, expand the limits of his competence and optimize educational the potential of the cultural and educational environment. This involves purposeful work in accordance with the defined principles of organizing the educational process in the pedagogical college.
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Mysore, Anita Rao. "Multicultural Curricular Frameworks for Preservice Teachers." In Cross-Cultural Considerations in the Education of Young Immigrant Learners, 247–64. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4928-6.ch015.
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One in four children in the US has a parent who is an immigrant. Studies indicate that by and large such students are at-risk for learning and their increasing numbers continue to significantly impact the labor force and the future of the country in multiple facets. Additionally, teachers shoulder a huge responsibility in educating immigrant learners, and their performance is a function of how well teacher education programs prepare them for their work. In contemporary scenario, the performance of teachers depends on how their teacher education programs prepare them for multicultural Pre K-12 classes. To this end, a social justice orientation is useful for teachers working in multicultural classrooms because it allows teachers to strive for equity by employing culturally responsive curriculum. The chapter author presents multicultural frameworks and models with a social justice orientation that could assist preservice teachers to become more effective in their instructional practices.
Conference papers on the topic "Children with disabilities – education – cross-cultural studies"
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Holding, Penny, Amina Abubakar, Elizabeth Obiero, and Fons van de Vijver. "Validation of the Infant-Toddler HOME Inventory among Households in Low Income Communities at the Kenyan Coast." In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2011. http://dx.doi.org/10.4087/ngnw9101.
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The aim of this paper is to describe the adaptations made to the Infant-Toddler version of the Home Observation Measure of the Environment for use in a low income Kenyan population. A total of 425 (214 girls) children aged 6-35 months were involved in this cross-sectional study. Focus groups and in-depth individual interviews were used to generate culturally appropriate modifications. Translations and back translations of the HOME were carried out using a Panel Approach. A significant number of items from the original HOME (N = 26) showed limited variability and were excluded from the final schedule. Two more items were excluded because of negative item total correlations and ambiguity in scoring. The remaining 17 items had a modest internal consistency (α = .63). We failed to replicate the factor structure of the published measure. The measure did, however, demonstrate a theoretically meaningful relationship with antecedent (maternal education) and child outcome variables (psychomotor development) providing partial evidence for convergent validity. These findings support the idea of a universality of core features of environmental stimulation. However, they also illustrate the need for more in-depth studies of the home environment to identify culture-specific sources of variability between households.
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Lopez Mateu, Vicente, and Teresa Pellicer Armiñana. ""Design for All” in Architectural Heritage conservation: the technology challenge." In CARPE Conference 2019: Horizon Europe and beyond. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/carpe2019.2019.10565.
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Among the United Nations 2030 objectives for the sustainable development, stand out those who seek social, economic and cultural equality of people, within the framework of different human settlements, their cultural heritage and the natural environment. This idea raises the need to establish effective strategies, resources and tools aimed to balance the current conditions in most disadvantaged groups, such as people with disabilities. The situation is complicated because the barriers to integration and inclusivity are diverse, the initiatives, legislation and ways of acting are also very different. Therefore, overcoming the situation requires a broad multidisciplinary approach. On the other hand, Heritage resources can be a valuable mean for permanent and sustainable development, if there is a proper combination of different aspects: design, management and maintenance, continuous improvement and dissemination with inclusive criteria. One of the possibilities to afford that difficult task is to promote in the field of university education different activities such as information exchange, cross-cutting networks, research studies, experimental ICT tools development and adequate dissemination. This proposal is structured in this sense to arouse the interest and participation of teachers, students and researchers in these actions, establishing collaborative projects and work proposals.